Approaching the Great Pyramid
8
Approaching the Great Pyramid Lesson Objectives Core Content Objectives Students will:
Locate Egypt on a world map or globe and identify it as a part of Africa Identify pyramids and explain their significance in ancient Egypt Describe how the pyramids were built
Language Arts Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this domain. Students will: Describe the connection between the Great Pyramid and Pharaoh Khufu (RI.1.3) Compare and contrast pyramids and ziggurats (RI.1.9) With assistance, categorize and organize facts and information from “Approaching the Great Pyramid” to answer questions (W.1.8)
Identify new meanings for the word steps and apply them accurately Prior to listening to “Approaching the Great Pyramid,” identify orally what they know and have learned about the Nile River and religion in ancient Egypt Share writing with others
Early World Civilizations 8 | Approaching the Great Pyramid © 2013 Core Knowledge Foundation
95
Core Vocabulary afterlife, n. A life believed to begin after death Example: Many peoples and cultures believe in an afterlife. Variation(s): none architect, n. Someone who designs buildings Example: My mother is the architect who designed the shopping mall. Variation(s): architects journey, n. A trip Example: Their journey from home to their grandparents’ house took eight hours. Variation(s): journeys pyramid, n. A structure with triangular sides Example: The family saw the Great Pyramid while on vacation in Egypt. Variation(s): pyramids treasure, n. Something valuable or precious like gold or jewels Example: The pirates found treasure on the ship. Variation(s): treasures
At a Glance
Exercise Where Are We?
Materials
Minutes
world map or globe
Introducing the Read-Aloud What Have We Already Learned?
10
Purpose for Listening
Presenting the Read-Aloud Discussing the Read-Aloud
Approaching the Great Pyramid
15
Comprehension Questions
10
Word Work: Treasure
drawing paper, drawing tools
5
Complete Remainder of the Lesson Later in the Day
Extensions
96
Pyramids and Ziggurats
Image Cards 5, 11
Multiple Meaning Word Activity: Steps
Poster 4M (Steps)
Early World Civilizations 8 | Approaching the Great Pyramid © 2013 Core Knowledge Foundation
20
Approaching the Great Pyramid Introducing the Read-Aloud
8A 10 minutes
Where Are We? Choose a different student each day to locate Egypt on a world map or globe and identify it as part of Africa.
What Have We Already Learned? Ask students to share what they have learned about the Nile River and why it was so important to the ancient Egyptians. Tell students that the Nile River was also important for transportation. The people used boats on the Nile to carry goods and people from place to place. Then have students share what they have learned about religion in ancient Egypt. Remind students that the ancient Egyptians believed in many gods—a practice known as polytheism.
Purpose for Listening Ask students what they remember about the ziggurats in Mesopotamia. Explain that in today’s read-aloud, they will learn about a building in ancient Egypt that was similar to the ziggurats of Mesopotamia. Tell them that the building was real a long time ago even though this read-aloud is a made-up story. Tell students that today’s read-aloud is about another father and daughter’s trip on the Nile. Tell students to listen carefully to find out why the father and daughter are taking the trip.
Early World Civilizations 8A | Approaching the Great Pyramid © 2013 Core Knowledge Foundation
97
Presenting the Read-Aloud
15 minutes
Approaching the Great Pyramid Show image 8A-1: Setna and Ahweru on boat 1 What was the father’s name? What was the daughter’s name? [Ask students to repeat the names after you as you point out the characters in the illustration.] 2 A pyramid is a structure with triangular sides.
Long ago, there was an Egyptian priest named Setna (SET-nuh). He was in charge of one part of a giant temple to the gods in his city. Setna had a daughter named Ahweru (ah-WARE-oo), whom he loved very much. 1 When Ahweru was old enough, her father took her on a boat trip down the Nile to a place called Giza (GHEE-zah) so she could see the Great Pyramid there. 2
Show image 8A-2: Isis and Horus 3 or traveled
4 or trip
5 Remember that the ancient Egyptians had a polytheistic religion. What does that mean? 6 The afterlife is the next life after death.
They journeyed 3 for many days as passengers on a large sailing ship. During the voyage, Setna explained to his daughter what the Great Pyramid was and why it had been built. He said, “We Egyptians say that far to the west lies a place called ‘the beautiful west.’ When someone dies, he or she has the chance to travel there. If they arrive safely, their spirit will be happy forever, for the good god Osiris (o-SY-ris) is king there and takes good care of everyone. But the journey 4 to this peaceful place is dangerous and hard to make, and not everyone who tries to get there reaches it. So we pray to Osiris and to his wife, Isis (EYE-sis), and to their son, the falcon-headed god Horus. If they wish to do so, these three can help us reach the beautiful west with their powers, so we must make very sure that they like us.” 5 “The god Osiris will even let us bring any treasure we have with us when we go there: pretty artwork, fine clothes, jewelry, or whatever we most enjoy in this life so that we may have an enjoyable afterlife.” 6 Show image 8A-3: Djoser in royal bed
7 or Egyptian ruler
98
“Well, many years ago, there was a pharaoh 7 named Djoser (JOE-sir). One night, Djoser dreamed that one of the gods told him to build a special place for Djoser’s family and servants to put his
Early World Civilizations 8A | Approaching the Great Pyramid © 2013 Core Knowledge Foundation
body and treasures after he had died. Now, Djoser had a friend working for him who he thought was the smartest man alive in those days.This friend’s name was Imhotep (im-HO-tep). Imhotep was the greatest architect in Egypt.” At this point, Setna’s daughter Ahweru interrupted. “Father, what is an ‘architect’?” “An architect is a person who decides how a building should look and draws the plan the builders follow. Today in Egypt, our builders usually follow the same plans that Egyptian architects have used for thousands of years. But Imhotep was the one who first created many of those plans.” “He must have been the best architect ever.” Show image 8A-4: Djoser’s pyramid
8 Here the word steps means the raised surfaces like the ones on which on which you put your foot when climbing up or down. The word steps can also mean to move your foot when you walk. 9 So what was a ruler in ancient Egypt called?
“Pharaoh Djoser certainly thought so. He called Imhotep to the palace and told him about the dream. The pharaoh said, ‘Imhotep, build me a building that reaches up toward the sky in honor of the gods. Make the middle of it an open space for me, and for my treasures, for after I die. Make it special.’ So Imhotep built the first pyramid. The bottom of it is an enormous stone square, and then the four sides reach upward, leaning in toward one another until they meet at the top. The sides of that first pyramid are built as steps, making it easier to climb up the outside. 8 Well, Djoser’s pyramid was so wonderful that the pharaohs after him wanted pyramids, too, but with smooth sides, not steps. “Much later came another pharaoh named Khufu (KOO-foo). 9 Pharaoh Khufu wanted people to know what an important pharaoh he was, so he commanded his people to build him the biggest pyramid of all: the Great Pyramid.”
Show image 8A-5: Setna and Ahweru on boat, looking at village
Setna and his daughter Ahweru continued sailing for many days on their way to see the Great Pyramid at Giza and were nearing the end of their long journey along the Nile when suddenly, Setna pointed up ahead and said, “Look, my dear Ahweru! What do you see?”
Early World Civilizations 8A | Approaching the Great Pyramid © 2013 Core Knowledge Foundation
99
Show image 8A-6: Setna pointing at the Great Pyramid in the distance
Ahweru’s eyes opened wide with excitement. “Is that the top of the Great Pyramid, Father? Are we getting close?” “It is the top, but we are still a long way from it. We will not be there until tomorrow. It will start getting dark soon, so we will be stopping shortly. But it is so tall that we can begin to see it even from this distance.” The top of the pyramid shone brightly. “It is like the sun, Father!” Ahweru exclaimed.
10 Mines are places where people dig deep into the earth to get minerals like gold.
“That is because the top is covered in gold that the pharaoh ordered to be brought from his mines in the desert, and the sides are covered in smooth, white stone. 10 The pyramid shines in the sun.” “The whole top is gold?” “Yes. You see, Pharaoh Khufu wanted to show how powerful he was. He said, ‘I am the greatest ruler on earth, and the god of the sun, Amon-Ra, is the greatest of the gods, the one who created the world. My pyramid will shine in the sunlight to honor AmonRa and to remind everyone that, just as he created the world, I created this pyramid and am also great. I will be famous forever!’” Setna looked again at that shining peak. “And all these years later, Ahweru, we are indeed standing here talking about Pharaoh Khufu.”
Show image 8A-7: Setna and Ahweru on dock
“But now it’s time for our boat to dock for the night. We will go into that town over there, get some dinner, then go to sleep. Because I am a priest at the temple of Karnak, we are invited to stay at the temple in this place. Come on, then. You will get to see the Great Pyramid up close tomorrow. It’s the most amazing building ever made!” And they stepped off their boat onto the wooden dock at the shore.
100 Early World Civilizations 8A | Approaching the Great Pyramid © 2013 Core Knowledge Foundation
Discussing the Read-Aloud
15 minutes
Comprehension Questions
10 minutes
1.
Inferential Why were Setna and Ahweru traveling on the Nile? (to see the Great Pyramid)
2.
Evaluative How do you think Ahweru feels about seeing the Great Pyramid? Why? (Answers may vary.)
3.
Literal What was the pyramid made of? (gold and stones)
4.
Inferential Why was the Great Pyramid built? (as a burial place for Pharaoh Khufu)
5.
Literal What else was placed in the pyramid besides the person’s body? (treasure)
6.
Inferential Why was treasure also placed in the pyramid? (Egyptians believed the person would use these things in the next life or afterlife.)
7.
Inferential How would you describe a pyramid to a friend? (Answers may vary but may include tall; square base; four triangular sides; etc.)
[Please continue to model the Think Pair Share process for students, as necessary, and scaffold students in their use of the process.] I am going to ask a question. I will give you a minute to think about the question, and then I will ask you to turn to your neighbor and discuss the question. Finally, I will call on several of you to share what you discussed with your partner. 8.
Inferential Think Pair Share: Why did Khufu command that such a large pyramid be built? (to be his burial place; to show his power; to hold lots of treasure; so that he is remembered; etc.)
9.
After hearing today’s read-aloud and questions and answers, do you have any remaining questions? [If time permits, you may wish to allow for individual, group, or class research of the text and/or other resources to answer these questions.]
Early World Civilizations 8A | Approaching the Great Pyramid 101 © 2013 Core Knowledge Foundation
Word Work: Treasure
5 minutes
1.
In the read-aloud you heard, “The god Osiris will even let us bring any treasure we have with us when we go there.”
2.
Say the word treasure with me.
3.
Treasure is gold, jewels, or other valuable things.
4.
Columbus traveled across the ocean hoping to find treasure.
5.
What things have you seen or heard about that you would consider treasure? Who might have treasure? Where might treasure be kept? Try to use the word treasure when you tell about it. [Ask two or three students. If necessary, guide and/ or rephrase the students’ responses: “The treasure is kept in . . .”]
6.
What’s the word we’ve been talking about?
Use a Drawing activity for follow-up. Directions: Pretend you will be given any treasure that you request. Draw a picture of the treasure that you would like to have and explain why in writing. [Some students may need to dictate to an adult what will be written. Others may write a word or two, one complete sentence, or several sentences. Give students the opportunity to share their drawings and writing with a partner or the class, making sure that they use the word treasure.]
Complete Remainder of the Lesson Later in the Day
102 Early World Civilizations 8A | Approaching the Great Pyramid © 2013 Core Knowledge Foundation
Approaching the Great Pyramid Extensions
8B 20 minutes
Pyramids and Ziggurats Show students Image Card 11 (Pyramid). Ask students to identify what they see, talk about the Image Card, and share what they learned from the read-aloud about pyramids in ancient Egypt. Show students Image Card 5 (Ziggurat). Ask students how pyramids are similar to the ziggurats of Mesopotamia. (The shape is similar.) Ask students how the pyramid is different from the ziggurat. (The pyramid was a burial place.)
Multiple Meaning Word Activity Associated Phrase: Steps 1.
[Show Poster 4M (Steps).] In the read-aloud you heard, “The sides of that first pyramid are built in steps, making it easier to climb up the outside.” [Have students hold up one, two, or three fingers to indicate which image on the poster shows this meaning.]
2.
Steps can also mean something else. Steps also means the directions for how to do something. [Have students hold up one, two, or three fingers to indicate which image on the poster shows this meaning.]
3.
Steps can also mean to move in a specific direction by lifting your foot and putting it down in another place. [Have students hold up one, two, or three fingers to indicate which image on the poster shows this meaning.]
4.
[Point to the steps that are climbed on a staircase.] With your partner, talk about what you think of when you see these kind of steps. I will call on a few partners to share what they came up with. Try to answer in complete sentences. (When I see these kind of steps, I think of walking upstairs to my bedroom, the steps in front of the school, etc.)
Early World Civilizations 8B | Approaching the Great Pyramid 103 © 2013 Core Knowledge Foundation
5.
[Point to the verb steps that demonstrates moving in a specific direction by lifting your foot and putting it down in a different place.] Now with your partner, talk about what you think of when you see this kind of steps. I will call on a few partners to share what they came up with. Try to answer in complete sentences. (When I see this kind of steps, I think of how my mother steps around the big tree in our yard, how my teacher steps around the desks in our classroom, how my friend steps carefully on the hot sand, etc.)
6.
[Point to the steps that are the stages in a process of doing something.] Now with your partner, talk about what you think of when you see this kind of steps. I will call on a few partners to share what they came up with. Try to answer in complete sentences. (When I see this kind of steps, I think of the steps I take to get ready for school in the morning, the steps in a recipe for my favorite dessert, etc.)
104 Early World Civilizations 8B | Approaching the Great Pyramid © 2013 Core Knowledge Foundation
Approaching the Great Pyramid Lesson Objectives Core Content Objectives Students will:
Locate Egypt on a world map or globe and identify it as a part of Africa Identify pyramids and explain their significance in ancient Egypt Describe how the pyramids were built
Language Arts Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart for additional standards addressed in all lessons in this domain. Students will: Describe the connection between the Great Pyramid and Pharaoh Khufu (RI.1.3) Compare and contrast pyramids and ziggurats (RI.1.9) With assistance, categorize and organize facts and information from “Approaching the Great Pyramid” to answer questions (W.1.8)
Identify new meanings for the word steps and apply them accurately Prior to listening to “Approaching the Great Pyramid,” identify orally what they know and have learned about the Nile River and religion in ancient Egypt Share writing with others
Early World Civilizations 8 | Approaching the Great Pyramid © 2013 Core Knowledge Foundation
95
Core Vocabulary afterlife, n. A life believed to begin after death Example: Many peoples and cultures believe in an afterlife. Variation(s): none architect, n. Someone who designs buildings Example: My mother is the architect who designed the shopping mall. Variation(s): architects journey, n. A trip Example: Their journey from home to their grandparents’ house took eight hours. Variation(s): journeys pyramid, n. A structure with triangular sides Example: The family saw the Great Pyramid while on vacation in Egypt. Variation(s): pyramids treasure, n. Something valuable or precious like gold or jewels Example: The pirates found treasure on the ship. Variation(s): treasures
At a Glance
Exercise Where Are We?
Materials
Minutes
world map or globe
Introducing the Read-Aloud What Have We Already Learned?
10
Purpose for Listening
Presenting the Read-Aloud Discussing the Read-Aloud
Approaching the Great Pyramid
15
Comprehension Questions
10
Word Work: Treasure
drawing paper, drawing tools
5
Complete Remainder of the Lesson Later in the Day
Extensions
96
Pyramids and Ziggurats
Image Cards 5, 11
Multiple Meaning Word Activity: Steps
Poster 4M (Steps)
Early World Civilizations 8 | Approaching the Great Pyramid © 2013 Core Knowledge Foundation
20
Approaching the Great Pyramid Introducing the Read-Aloud
8A 10 minutes
Where Are We? Choose a different student each day to locate Egypt on a world map or globe and identify it as part of Africa.
What Have We Already Learned? Ask students to share what they have learned about the Nile River and why it was so important to the ancient Egyptians. Tell students that the Nile River was also important for transportation. The people used boats on the Nile to carry goods and people from place to place. Then have students share what they have learned about religion in ancient Egypt. Remind students that the ancient Egyptians believed in many gods—a practice known as polytheism.
Purpose for Listening Ask students what they remember about the ziggurats in Mesopotamia. Explain that in today’s read-aloud, they will learn about a building in ancient Egypt that was similar to the ziggurats of Mesopotamia. Tell them that the building was real a long time ago even though this read-aloud is a made-up story. Tell students that today’s read-aloud is about another father and daughter’s trip on the Nile. Tell students to listen carefully to find out why the father and daughter are taking the trip.
Early World Civilizations 8A | Approaching the Great Pyramid © 2013 Core Knowledge Foundation
97
Presenting the Read-Aloud
15 minutes
Approaching the Great Pyramid Show image 8A-1: Setna and Ahweru on boat 1 What was the father’s name? What was the daughter’s name? [Ask students to repeat the names after you as you point out the characters in the illustration.] 2 A pyramid is a structure with triangular sides.
Long ago, there was an Egyptian priest named Setna (SET-nuh). He was in charge of one part of a giant temple to the gods in his city. Setna had a daughter named Ahweru (ah-WARE-oo), whom he loved very much. 1 When Ahweru was old enough, her father took her on a boat trip down the Nile to a place called Giza (GHEE-zah) so she could see the Great Pyramid there. 2
Show image 8A-2: Isis and Horus 3 or traveled
4 or trip
5 Remember that the ancient Egyptians had a polytheistic religion. What does that mean? 6 The afterlife is the next life after death.
They journeyed 3 for many days as passengers on a large sailing ship. During the voyage, Setna explained to his daughter what the Great Pyramid was and why it had been built. He said, “We Egyptians say that far to the west lies a place called ‘the beautiful west.’ When someone dies, he or she has the chance to travel there. If they arrive safely, their spirit will be happy forever, for the good god Osiris (o-SY-ris) is king there and takes good care of everyone. But the journey 4 to this peaceful place is dangerous and hard to make, and not everyone who tries to get there reaches it. So we pray to Osiris and to his wife, Isis (EYE-sis), and to their son, the falcon-headed god Horus. If they wish to do so, these three can help us reach the beautiful west with their powers, so we must make very sure that they like us.” 5 “The god Osiris will even let us bring any treasure we have with us when we go there: pretty artwork, fine clothes, jewelry, or whatever we most enjoy in this life so that we may have an enjoyable afterlife.” 6 Show image 8A-3: Djoser in royal bed
7 or Egyptian ruler
98
“Well, many years ago, there was a pharaoh 7 named Djoser (JOE-sir). One night, Djoser dreamed that one of the gods told him to build a special place for Djoser’s family and servants to put his
Early World Civilizations 8A | Approaching the Great Pyramid © 2013 Core Knowledge Foundation
body and treasures after he had died. Now, Djoser had a friend working for him who he thought was the smartest man alive in those days.This friend’s name was Imhotep (im-HO-tep). Imhotep was the greatest architect in Egypt.” At this point, Setna’s daughter Ahweru interrupted. “Father, what is an ‘architect’?” “An architect is a person who decides how a building should look and draws the plan the builders follow. Today in Egypt, our builders usually follow the same plans that Egyptian architects have used for thousands of years. But Imhotep was the one who first created many of those plans.” “He must have been the best architect ever.” Show image 8A-4: Djoser’s pyramid
8 Here the word steps means the raised surfaces like the ones on which on which you put your foot when climbing up or down. The word steps can also mean to move your foot when you walk. 9 So what was a ruler in ancient Egypt called?
“Pharaoh Djoser certainly thought so. He called Imhotep to the palace and told him about the dream. The pharaoh said, ‘Imhotep, build me a building that reaches up toward the sky in honor of the gods. Make the middle of it an open space for me, and for my treasures, for after I die. Make it special.’ So Imhotep built the first pyramid. The bottom of it is an enormous stone square, and then the four sides reach upward, leaning in toward one another until they meet at the top. The sides of that first pyramid are built as steps, making it easier to climb up the outside. 8 Well, Djoser’s pyramid was so wonderful that the pharaohs after him wanted pyramids, too, but with smooth sides, not steps. “Much later came another pharaoh named Khufu (KOO-foo). 9 Pharaoh Khufu wanted people to know what an important pharaoh he was, so he commanded his people to build him the biggest pyramid of all: the Great Pyramid.”
Show image 8A-5: Setna and Ahweru on boat, looking at village
Setna and his daughter Ahweru continued sailing for many days on their way to see the Great Pyramid at Giza and were nearing the end of their long journey along the Nile when suddenly, Setna pointed up ahead and said, “Look, my dear Ahweru! What do you see?”
Early World Civilizations 8A | Approaching the Great Pyramid © 2013 Core Knowledge Foundation
99
Show image 8A-6: Setna pointing at the Great Pyramid in the distance
Ahweru’s eyes opened wide with excitement. “Is that the top of the Great Pyramid, Father? Are we getting close?” “It is the top, but we are still a long way from it. We will not be there until tomorrow. It will start getting dark soon, so we will be stopping shortly. But it is so tall that we can begin to see it even from this distance.” The top of the pyramid shone brightly. “It is like the sun, Father!” Ahweru exclaimed.
10 Mines are places where people dig deep into the earth to get minerals like gold.
“That is because the top is covered in gold that the pharaoh ordered to be brought from his mines in the desert, and the sides are covered in smooth, white stone. 10 The pyramid shines in the sun.” “The whole top is gold?” “Yes. You see, Pharaoh Khufu wanted to show how powerful he was. He said, ‘I am the greatest ruler on earth, and the god of the sun, Amon-Ra, is the greatest of the gods, the one who created the world. My pyramid will shine in the sunlight to honor AmonRa and to remind everyone that, just as he created the world, I created this pyramid and am also great. I will be famous forever!’” Setna looked again at that shining peak. “And all these years later, Ahweru, we are indeed standing here talking about Pharaoh Khufu.”
Show image 8A-7: Setna and Ahweru on dock
“But now it’s time for our boat to dock for the night. We will go into that town over there, get some dinner, then go to sleep. Because I am a priest at the temple of Karnak, we are invited to stay at the temple in this place. Come on, then. You will get to see the Great Pyramid up close tomorrow. It’s the most amazing building ever made!” And they stepped off their boat onto the wooden dock at the shore.
100 Early World Civilizations 8A | Approaching the Great Pyramid © 2013 Core Knowledge Foundation
Discussing the Read-Aloud
15 minutes
Comprehension Questions
10 minutes
1.
Inferential Why were Setna and Ahweru traveling on the Nile? (to see the Great Pyramid)
2.
Evaluative How do you think Ahweru feels about seeing the Great Pyramid? Why? (Answers may vary.)
3.
Literal What was the pyramid made of? (gold and stones)
4.
Inferential Why was the Great Pyramid built? (as a burial place for Pharaoh Khufu)
5.
Literal What else was placed in the pyramid besides the person’s body? (treasure)
6.
Inferential Why was treasure also placed in the pyramid? (Egyptians believed the person would use these things in the next life or afterlife.)
7.
Inferential How would you describe a pyramid to a friend? (Answers may vary but may include tall; square base; four triangular sides; etc.)
[Please continue to model the Think Pair Share process for students, as necessary, and scaffold students in their use of the process.] I am going to ask a question. I will give you a minute to think about the question, and then I will ask you to turn to your neighbor and discuss the question. Finally, I will call on several of you to share what you discussed with your partner. 8.
Inferential Think Pair Share: Why did Khufu command that such a large pyramid be built? (to be his burial place; to show his power; to hold lots of treasure; so that he is remembered; etc.)
9.
After hearing today’s read-aloud and questions and answers, do you have any remaining questions? [If time permits, you may wish to allow for individual, group, or class research of the text and/or other resources to answer these questions.]
Early World Civilizations 8A | Approaching the Great Pyramid 101 © 2013 Core Knowledge Foundation
Word Work: Treasure
5 minutes
1.
In the read-aloud you heard, “The god Osiris will even let us bring any treasure we have with us when we go there.”
2.
Say the word treasure with me.
3.
Treasure is gold, jewels, or other valuable things.
4.
Columbus traveled across the ocean hoping to find treasure.
5.
What things have you seen or heard about that you would consider treasure? Who might have treasure? Where might treasure be kept? Try to use the word treasure when you tell about it. [Ask two or three students. If necessary, guide and/ or rephrase the students’ responses: “The treasure is kept in . . .”]
6.
What’s the word we’ve been talking about?
Use a Drawing activity for follow-up. Directions: Pretend you will be given any treasure that you request. Draw a picture of the treasure that you would like to have and explain why in writing. [Some students may need to dictate to an adult what will be written. Others may write a word or two, one complete sentence, or several sentences. Give students the opportunity to share their drawings and writing with a partner or the class, making sure that they use the word treasure.]
Complete Remainder of the Lesson Later in the Day
102 Early World Civilizations 8A | Approaching the Great Pyramid © 2013 Core Knowledge Foundation
Approaching the Great Pyramid Extensions
8B 20 minutes
Pyramids and Ziggurats Show students Image Card 11 (Pyramid). Ask students to identify what they see, talk about the Image Card, and share what they learned from the read-aloud about pyramids in ancient Egypt. Show students Image Card 5 (Ziggurat). Ask students how pyramids are similar to the ziggurats of Mesopotamia. (The shape is similar.) Ask students how the pyramid is different from the ziggurat. (The pyramid was a burial place.)
Multiple Meaning Word Activity Associated Phrase: Steps 1.
[Show Poster 4M (Steps).] In the read-aloud you heard, “The sides of that first pyramid are built in steps, making it easier to climb up the outside.” [Have students hold up one, two, or three fingers to indicate which image on the poster shows this meaning.]
2.
Steps can also mean something else. Steps also means the directions for how to do something. [Have students hold up one, two, or three fingers to indicate which image on the poster shows this meaning.]
3.
Steps can also mean to move in a specific direction by lifting your foot and putting it down in another place. [Have students hold up one, two, or three fingers to indicate which image on the poster shows this meaning.]
4.
[Point to the steps that are climbed on a staircase.] With your partner, talk about what you think of when you see these kind of steps. I will call on a few partners to share what they came up with. Try to answer in complete sentences. (When I see these kind of steps, I think of walking upstairs to my bedroom, the steps in front of the school, etc.)
Early World Civilizations 8B | Approaching the Great Pyramid 103 © 2013 Core Knowledge Foundation
5.
[Point to the verb steps that demonstrates moving in a specific direction by lifting your foot and putting it down in a different place.] Now with your partner, talk about what you think of when you see this kind of steps. I will call on a few partners to share what they came up with. Try to answer in complete sentences. (When I see this kind of steps, I think of how my mother steps around the big tree in our yard, how my teacher steps around the desks in our classroom, how my friend steps carefully on the hot sand, etc.)
6.
[Point to the steps that are the stages in a process of doing something.] Now with your partner, talk about what you think of when you see this kind of steps. I will call on a few partners to share what they came up with. Try to answer in complete sentences. (When I see this kind of steps, I think of the steps I take to get ready for school in the morning, the steps in a recipe for my favorite dessert, etc.)
104 Early World Civilizations 8B | Approaching the Great Pyramid © 2013 Core Knowledge Foundation
